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Report on the social costs to the USA of inadequate schooling - stresses the correlation between low educational levels and various economic and social problems, particularly among low income groups. Bibliography pp. 53 to 57, references and statistical tables.
Report on the social costs to the USA of inadequate schooling - stresses the correlation between low educational levels and various economic and social problems, particularly among low income groups. Bibliography pp. 53 to 57, references and statistical tables.
"Highlights costs of inadequate education, attaching hard numbers to the relationship between educational attainment and critical indicators as income, health, crime, dependence on public assistance, and political participation. Explores policy interventi
How the United States can provide equal educational opportunity to every child The United States Supreme Court closed the courthouse door to federal litigation to narrow educational funding and opportunity gaps in schools when it ruled in San Antonio Independent School District v. Rodriguez in 1973 that the Constitution does not guarantee a right to education. Rodriguez pushed reformers back to the state courts where they have had some success in securing reforms to school funding systems through education and equal protection clauses in state constitutions, but far less success in changing the basic structure of school funding in ways that would ensure access to equitable and adequate funding for schools. Given the limitations of state school funding litigation, education reformers continue to seek new avenues to remedy inequitable disparities in educational opportunity and achievement, including recently returning to federal court. This book is the first comprehensive examination of three issues regarding a federal right to education: why federal intervention is needed to close educational opportunity and achievement gaps; the constitutional and statutory legal avenues that could be employed to guarantee a federal right to education; and, the scope of what a federal right to education should guarantee. A Federal Right to Education provides a timely and thoughtful analysis of how the United States could fulfill its unmet promise to provide equal educational opportunity and the American Dream to every child, regardless of race, class, language proficiency, or neighborhood.
"[This book] examines the costs and benefits of both a targeted and a universal prekindergarten program and shows the positive impact of these programs on the economy, federal and state budgets, and the educational achievement and earnings of children and adults."--Book jacket.
Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality. For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality. The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality. The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.
For decades, the primary argument in justifying education has been based on its direct economic effects. Yet education also provides "social benefits" for individuals and society at large, including a better way of taking care of ourselves, and consequently creating a better society to live in. Though it is difficult to quantify these social benefits, a more systematic analysis would improve our understanding of the full effects of education and provide a basis for considering related policies. The Office of Research of the United States Department of Education commissioned a series of papers on measuring these effects of education. Those papers, revised and updated, are collected here. Kenneth J. Arrow provides perspective on education and preference formation, and Jere R. Behrman considers general conceptual and measurement issues in assessing the social benefits of education and policies related to education. These issues are taken up by experts in four fields--health, parenting, the environment, and crime. Themes addressed include measurement issues regarding what we mean by education and its benefits; basic analytical issues in assessing the impact of education on these social benefits using behavioral data; and whether the social benefits of education justify public policy interventions. Jere R. Behrman is William R. Kenan Jr. Professor of Economics, University of Pennsylvania. Nevzer G. Stacey is Senior Research Analyst, Office of Educational Research, U.S. Department of Education.
Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform.